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THE U.S. IN SOUTH KOREA: ALLY OR EMPIRE? PERSPECTIVES IN GEOPOLITICS GRADE: 9-12 AUTHOR: Sharlyn Scott TOPIC/THEME: Social Studies TIME REQUIRED: Four to five 55-minute class periods BACKGROUND: This lesson examines different perspectives on the relationship between the U.S. and the Republic of Korea (R.O.K. – South Korea) historically and today. Is the United States military presence a benevolent force protecting both South Korean and American interests in East Asia? Or is the U.S. a domineering empire using the hard power of its military in South Korea solely to achieve its own geopolitical goals in the region and the world? Are there issues between the ROK and the U.S. that can be resolved for mutually beneficial results? An overview of the history of U.S. involvement in Korea since the end of World War II will be studied for context in examining these questions. In addition, current academic and newspaper articles as well as op-ed pieces by controversial yet reliable sources will offer insight into both American and South Korean perspectives. These perspectives will be analyzed as students grapple with important geopolitical questions involving the relationship between the U.S. and the R.O.K. CURRICULUM CONNECTION: This unit could be used with regional Geography class, World History, as well as American History as it relates to the Korean War and/or U.S. military expansion OBJECTIVES AND STANDARDS: The student will be able to: 1. Comprehend the historical relationship of the U.S. and the Korean Peninsula 2. Demonstrate both the U.S. and South Korean perspectives on U.S. military presence and involvement in the Korean Peninsula 3. Analyze multiple perspectives on the same geopolitical issues and work together for common solutions Applicable National Social Studies Standards: 1. Historical Thinking Standard 3: The student engages in historical analysis and interpretation: Therefore, the student is able to: Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences. Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears. 2. World History Era 9: The 20th Century Since 1945: Promises and Paradoxes Standard 1: How post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up. 1 Standard 2: The search for community, stability, and peace in an interdependent world Standard 3: Major global trends since World War II Common Core Standards: WHST 1 Write arguments focused on discipline-specific content 1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims 1b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each WHST 4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience SL 1 Initiate and participate effectively in a range of collaborative discussion SL 3 Evaluate a speaker’s point of view, reasoning, and use of evidence SL 4 Present information, findings and supporting evidence clearly, concisely and logically RH 1 Cites specific textual evidence to support analysis of primary and secondary sources RH 2 Determine the central ideas or information of a primary or secondary source RH 6 Compare the point of view of two or more authors for how they treat the same or similar topics MATERIALS REQUIRED: 1. Document 1: Background Reading from the Council on Foreign Relations “The U.S.- South Korea Alliance” by Youkyung Lee (attached) and http://www.cfr.org/south- korea/us-south-korea-alliance/p11459 2. 2.Document 2: Background Geographic Information on the Republic of Korea (attached) and http://www.state.gov/r/pa/ei/bgn/2800.htm 3. Document 3: Map of U.S. Military Bases in the Republic of Korea (attached) and http://www.globalsecurity.org/military/facility/images/korea2.jpg 4. Document 4: South Korean Perspective Group Worksheet (attached) which has discussion questions to guide students as they analyze readings related to the South Korean perspective on issues with the U.S.-R.O.K. relationship 5. Document 5: U.S. Perspective Group Worksheet (attached) which has discussion questions to guide students as they analyze readings related to the American perspective on issues with the U.S.-R.O.K. relationship. 6. Document 6: Common U.S.-R.O.K. Solutions Group Worksheet (attached) which has discussion questions to guide students to developing common goals and resolutions for the U.S.-R.O.K. relationship 7. Document 7: “Anti-Base Movements in South Korea: Comparative Perspective on the Asia-Pacific” from Foreign Policy in Focus by Andrew Yeo at http://www.fpif.org/articles/anti-base_movements_in_south_korea 8. Document 8: “South Korea-U.S. Relations” from Asian Perspective by Katharine Moon at www.wellesley.edu/Polisci/KMoon/asianperspective.pdf or www.wellesley.edu/Polisci/KMoon/uskorea.html 9. Document 9: “Unwanted Missiles for a Korean Island” from The New York Times op-ed contributor Christine Ahn at http://www.nytimes.com/2011/08/06/opinion/06iht- edahn06.html?_r=2 2 10. Document 10: “Emotion is Not the Problem: The U.S.-R.O.K. Relationship in Perspective” from The Korea Society by David Kang at http://www.koreasociety.org/policy/policy/emotion_is_not_the_problem_the_u.s.- rok_relationship_in_perspective.html 11. Document 11: “U.S. Presence Necessary for Korean Security” (Sept. 16, 2010) by Sgt. 1st Class Michael J. Carden in www.army.mil at http://www.army.mil/article/45317/us- presence-necessary-for-korean-security-officials-say/ 12. Document 12: “Why Korea Needs South Korea Base” from The Diplomat an op-ed by Richard Weitz at http://the-diplomat.com/2011/08/21/why-us-needs-south-korea-base/ INTRODUCTION AND EXPLORATION: 1. Background – session one, may also be assigned as homework: i. Together as a class read and discuss the background reading “The U.S.- South Korea Alliance” by Youkyung Lee. (Document 1) ii. Students will read the Background Geographic Information on the Republic of Korea from the U.S. State Department. (Document 2) iii. Students will examine the Map of U.S. Military Bases in the Republic of Korea. (Document 3) PROCEDURE: 1. After completing background information and introduction, in Sessions two and three, organize students into groups of five to six, creating an even number of groups. Over the course of two class periods the students will examine using guided questions either the South Korean perspective or the U.S. perspective of the U.S.-R.O.K. relationship historically and currently. a. Then give half of the groups the South Korean perspective readings on the U.S.-R.O.K. relationship and give these students the South Korean Perspective Group Worksheet (Document 4) in identifying historic and current issues for South Koreans in this relationship. Readings to be given: b. “Anti-Base Movements in South Korea: Comparative Perspective on the Asia-Pacific” from Foreign Policy in Focus by Andrew Yeo (Document 7) and http://www.fpif.org/articles/anti- base_movements_in_south_korea c. South Korea-U.S. Relations” from Asian Perspective by Katharine Moon (Document 8) and www.wellesley.edu/Polisci/KMoon/asianperspective.pdf or www.wellesley.edu/Polisci/KMoon/uskorea.html d. “Unwanted Missiles for a Korean Island” from The New York Times op-ed contributor Christine Ahn (Document 9) and http://www.nytimes.com/2011/08/06/opinion/06iht- edahn06.html?_r=2 3 e. “Emotion is Not the Problem: The U.S.-R.O.K. Relationship in Perspective” from The Korea Society by David Kang (Document 10) and http://www.koreasociety.org/policy/policy/emotion_is_not_ the_problem_the_u.s.-rok_relationship_in_perspective.html iv. The other half of the groups will be given the U.S. perspective readings on the U.S.-R.O.K. relations and the U.S. Perspective Group Worksheet (Document 5) in identifying historic and current issues for the U.S. in this relationship. Readings to be given: a. “Anti-Base Movements in South Korea: Comparative Perspective on the Asia-Pacific” from Foreign Policy in Focus by Andrew Yeo (Document 7) and http://www.fpif.org/articles/anti- base_movements_in_south_korea b. “U.S. Presence Necessary for Korean Security” by Sgt. 1st Class Michael J. Carden in www.army.mil (Document 11) and http://www.army.mil/article/45317/us-presence- necessary-for-korean-security-officials-say/ c. “Why Korea Needs South Korea Base” from The Diplomat an op-ed by Richard Weitz (Document 12) and http://the- diplomat.com/2011/08/21/why-us-needs-south-korea-base/ v. Closure for the end of day three of the lesson, bring class back together and discuss the differences between the South Korean and U.S. perspectives. 2. Session four, reshuffle the groups into new groups containing two to three members from both the South Korean perspective groups and U.S. perspective groups. Students from both perspectives are to utilize Common U.S.-R.O.K. Solutions Group Worksheet (Document 6) to debate, discuss and come together on common possible resolutions to help the U.S.-R.O.K. relationship in keeping with both nations’ actual perspectives on the issues. 3. Session five, have each group from session four present and discuss their resolutions with the class. ASSESSMENT Students will write a draft treaty of their own in paragraph form in which they determine peaceful solutions while trying to satisfy both parties to the best of their ability. This should be two to three pages in length, and address geographic and historic concerns on both sides. It should offer solutions that encourage constructive cooperative between the U.S. and South Korea. RESOURCES Ahn, Christine. “Unwanted Missiles for a Korean Island”. The New York Times.
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